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Education Topic 2- Internal factors - Coggle Diagram
Education Topic 2- Internal factors
Labelling
Attaching a characteristic onto a student regardless of ability
Becker
Interviewed 60 Chicago high teachers and found that they judged pupils according to how close they fitted the image of an ideal student. Teachers spend more time on MC because they resemble the ideal student
Dunne and Gazley- underachievement is due to labels WC are given. They interviewed 9 schools and found that underachievement of working class was normalised.. Working class were more likely to be labelled badly
Evaluations
Accused of being deterministic- children don't have a choice but to fulfil the prophecy however Fuller has proved that its not always true and people can resist labels
Marxists criticise because labelling ignores wider structures of power in society and doesn't explain why only some people have the power to label
Shows how schools aren't neutral and fair because it recognises that labelling varies and is class based.
Self fulfilling prophecy
Its the prediction that then comes true. There are 3 steps to the prophecy. The teacher labels the student based on stereotypes then the teacher will then treat the student according to the label and then the student will adapt and act like the label
Rosenthal and Jacobson
Told school there was a test to test for progress however it was just an IQ test. They tested all pupils and picked 20% and told teachers they would do well
They returned back a year later and found that 47% of that random selection had improved. This demonstrates the prophecy because the teachers had accepted the prediction so changed body language to influence the student
Streaming
Involves separating children into different ability groups each group is taught separately from others
Once streamed its usually difficult to move up meaning they are locked into their teachers expectations which creates a self fulfilling prophecy in which they live up to expectations
MC benefit from streaming because of teachers high expectations leading to higher motivation and high self esteem
A-C economy
Gilborn and Youdell found that teachers used stereotypes to stream pupils and were less likely to see WC and black pupils as having ability meaning they were placed in lower streams and entered for low tier GCSEs
This dined them the knowledge and opportunity to gain good grades and widened the class gap. Schools want to rank high meaning they spend more time on high achieving students
Educational Triage
The soring of individuals into 3 categories 1) Those who will pass 2) borderline and finally hopeless cases.
Teachers use stereotypes to stream students putting WC at the bottom meaning they receive less attention and the high achievers will receive more attention which increases their grades which improves schools rankings in the league table
Pupil subcultures
Group of people who share the same values and behavoural patterns usually as a result of labelling
Lacey: Differentiation which is the process of teachers categorising pupils according to how they perceive their ability and attitudes and behaviour Polarisation: process in which pupils respond to streaming by moving towards a pole ether a pro school subculture who tend to stay committed to schools values or Anti school subculture who reject schools values
Ball found that when schools abolish streaming the influence of anti school subcultures decrease however differentiation continues and still label students based on stereotypes
Balls study shows that class inequality can still happen as a result of labelling not sub cultures or streaming
Pupil class identities
Habitus: Learned taken for granted ways of thinking, being and acting that is shared by a social class and is formed as a responce to position in society
Middle class habitus is favoured in education system which gives them an advantage. Develop symbolic capital meaning they are valued
Working class habitus is devalued and experience symbolic violence which keeps the lower classes in their place
Nike Identities; WC seek alternative identities by investing heavily in style especially by consuming high brands which can earn symbolic capital from peers however it can lead to conflict with the school dress codes. Archer argues that the schools MC habitus stigmatises WC pupils identities and play a part in WC rejection of higher education which they saw as unrealistic